|
| A Resource for Teachers, Clinicians, Parents, and Students by the Brain Injury Association of New York State. |
|
|
|
 |
 Home - What is T.B.I.? - How to Assess? - What Problems Are Seen? - Tutorials - For Parents - For Teachers - Glossary - Resources Evaluation - Help - Contact Us
Click on "MORE" after any of these possible explanations to view suggestions for exploring that possible explanation.
Medical Possibility #1: Medication side effect: Some students may have difficulty with transitions as a side effect of medication. Medical Possibility #2: Fatigue: Some students have difficulty with transitions as a result of fatigue (e.g., insufficient sleep).
Cognitive/Self-Regulatory Possibility #1:Specific flexibility impairment: Some students may be inflexible and have difficulty with transitions as an isolated deficit, a direct result of frontal lobe injury. (See Cognitive/Self-Regulatory Possibility #2: Organizational impairment: Some students may have difficulty with transitions as a result of a specific organizational impairment. (See Cognitive/Self-Regulatory Possibility #3: General self-regulation impairment: Some students may be inflexible and have difficulty with transitions as a result of general difficulty with self-regulation (e.g., rigidity, impulse-control problems, disorganization). (See Cognitive/Self-Regulatory Possibility #4: Attention deficit: Some students may be inflexible and have difficulty with transitions as a result of problems with components of attention. (See Cognitive/Self-Regulatory Possibility #5: Inhibition impairment: Some students may be inflexible and have difficulty with transitions as a result of inhibition impairment (i.e., impulse-control problems). (See Cognitive/Self-Regulatory Possibility #6: Weak orientation to task: Some students may be inflexible and have difficulty with transitions as a result of uncertainty regarding what is required of them. (See Cognitive/Self-Regulatory Possibility #7: Generally weak cognitive functioning: Some students may be inflexible and have difficulty with transitions as a result of excessive demands placed on their memory, organizational ability, academic skill, or other cognitive ability. (See Cognitive/Self-Regulatory Possibility #8: General slowness in information processing: Some students may be inflexible and have difficulty with transitions as a result of general slowness in information processing. (See Cognitive/Self-Regulatory Possibility #9: Memory/retrieval impairment: Some students may be inflexible and have difficulty with transitions as a result of difficulty with memory/retrieval (See Behavioral Possibility #1: Oppositionality: Some students may be inflexible and have difficulty with transitions as a result of oppositional behavior (See Behavioral Possibility #2: Manipulativeness: Some students may be inflexible and have difficulty with transitions as a form of manipulation (other than oppositional behavior). (See Behavioral Possibility #3: Attention seeking: Some students may be inflexible and have difficulty with transitions as a way to seek adult and/or peer attention. (See Behavioral Possibility #4: Task avoidance: Some students may be inflexible and have difficulty with transitions as a way to avoid specific tasks. (See
Social-Emotional Possibility #1: Depression: Some students may be inflexible and have difficulty with transitions because they are upset, depressed, and/or lack positive relationships with peers and/or adults. (See Social-Emotional Possibility #2: Anxiety: Some students may be inflexible and have difficulty with transitions as a result of anxiety. (See Social-Emotional Possibility #3: Frustration: Some students may be inflexible and have difficulty with transitions as a result of feeling frustrated. (See
LEARNet Copyright 2006, by .Designed and Powered by Camelot Media Group.
|
Problem: The student appears to have difficulty transitioning from place to place or activity to activity; changes in routine cause problems; the student appears to be inflexible. (See 
Tutorial on 
MORE...